Observation/reflection 3: A matter of style During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
Observations:
Ms. Malone mostly uses the direct instruction teaching method. She does so in a very calm, thorough, and kind way, but steers clear of trying to become too friendly with her students. She is their teacher and demands respect while she instructs them on exactly what to do, what will happen if they don't participate, and shows them why it's important to do so. At the beginning of class Ms. Malone reviewed the last lab the class did and asked the students questions on important facts. The students all followed along and participated. She then handed out a new lab and went over the instructions very carefully, making sure every student understood the purpose, procedure, and safety rules. She has the class breakup into groups of three and told them there was an even amount to do so. As the students walked to their lab tables she made sure every group consisted of 3 students, and made sure every student grabbed a pair of safety goggles. She explained to the students that it was absolutely mandatory they wear the goggles due to the fact that they were working with chemicals, boiling water, and glass. Ms. Malone also shared a story of a student yesterday who refused to wear the goggles and was sent to the principals office and received a grade of a zero on that lab. She warned the class that the same would happen to them should they choose to remove their goggles during the lab. She also gave them the option to first ask, and then step outside into the hall to adjust them if they were getting foggy. She then reminded the class that everything she went over was provided in more detail in their labs, should they have any questions. She explains to the class that at each lab table a different experiment will be done, and has labeled the lab tables accordingly. She also tells them that there will probably only be enough time to do one experiment today and they will finish next time they meet. During the lab Ms. Malone walks from lab grup to lab group making sure every student was wearing their goggles, using the equipment appropriately, and working at the task at hand. Whenever Ms. Malone thinks of something she hasn't mentioned, she does so for everyone to hear. As Ms. Malone walks around, the students ask her questions pertaining to the lab. They are clearly respectful and know what to talk about during class time. Ms. Malone is nice to her students but definitely asserts the classroom rules. During cleanup she reminds the class that there should only be one person from every group over at the sink, and that only one person can wash at a time so the rest should form a line.
After class Ms. Malone tells me that from the first day of class she requires respect and will not deal with any name calling etc.. She says that by the time the year is over, there may be some honors students who do not like her at all due to the difficulty of the class, and that she is fine with that. She believes she is their teacher and not their friend and if you let them believe they are your friends, they begin to take you less and less seriously and take advantage of you.
Although Ms. Malone teaches various classes throughout the day, she maintains her beliefs and this demeanor. In honors biology, inquiry biology, and anatomy class, the students constantly show varying levels of respect. Ms. Malone repeatedly asserts classroom rules, the consequences and delivers her lessons directly and concisely. In doing this, she always remembers to be kind and genuine towards her students without allowing them to take advantage of her.
Reflections:
Ms. Malone has been teaching for ten years and it is clear that she has found a teaching style that fits her, and her students. She always includes just the right amount of discipline and support for her students. She teaches mostly honors classes, but I can't even attribute this to her outstanding classroom control because she is just as successful managing her inquiry class that includes many students with behavioral problems and IEPs. I admire how her balance of direct instruction and strictness matched with kindness and support works in the classroom so successfully. I would love to incorporate this demeanor into my own teaching philosophy because it exemplifies a working classroom so well. The only thing I would like to bring more into my own classroom is some stronger teacher- student relationships. I plan to ask my students more how they are doing and get to know them. I understand students may begin to take advantage of this, but I feel I will figure out a way to balance this with the necessary strictness and regimented rules of the classroom just as Ms. Malone has learned to balance her kindness with. Most of the classes Ms. Malone teaches are honors classes with advanced students in them, so I support her use of assertive discipline and direct instruction because that is what these students need. They thrive on instructions and knowing exactly what is expected of them and that is how they got into these classes in the first place. I believe they succeed in clear environments with rules and consequences and opportunities to succeed and that is exactly what Ms. Malone has provided for them. As a science teacher who hopes to one day teach honors or AP students, I will definitely keep in mind the successful use of these more direct and strict teaching methods and plan to implement them to some extent in my classroom.
Class Topic: organic compounds lab continued...
Grade: 10th and 11th
Observed by: Kathryn Capone
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
Observations:
Ms. Malone mostly uses the direct instruction teaching method. She does so in a very calm, thorough, and kind way, but steers clear of trying to become too friendly with her students. She is their teacher and demands respect while she instructs them on exactly what to do, what will happen if they don't participate, and shows them why it's important to do so. At the beginning of class Ms. Malone reviewed the last lab the class did and asked the students questions on important facts. The students all followed along and participated. She then handed out a new lab and went over the instructions very carefully, making sure every student understood the purpose, procedure, and safety rules. She has the class breakup into groups of three and told them there was an even amount to do so. As the students walked to their lab tables she made sure every group consisted of 3 students, and made sure every student grabbed a pair of safety goggles. She explained to the students that it was absolutely mandatory they wear the goggles due to the fact that they were working with chemicals, boiling water, and glass. Ms. Malone also shared a story of a student yesterday who refused to wear the goggles and was sent to the principals office and received a grade of a zero on that lab. She warned the class that the same would happen to them should they choose to remove their goggles during the lab. She also gave them the option to first ask, and then step outside into the hall to adjust them if they were getting foggy. She then reminded the class that everything she went over was provided in more detail in their labs, should they have any questions. She explains to the class that at each lab table a different experiment will be done, and has labeled the lab tables accordingly. She also tells them that there will probably only be enough time to do one experiment today and they will finish next time they meet. During the lab Ms. Malone walks from lab grup to lab group making sure every student was wearing their goggles, using the equipment appropriately, and working at the task at hand. Whenever Ms. Malone thinks of something she hasn't mentioned, she does so for everyone to hear. As Ms. Malone walks around, the students ask her questions pertaining to the lab. They are clearly respectful and know what to talk about during class time. Ms. Malone is nice to her students but definitely asserts the classroom rules. During cleanup she reminds the class that there should only be one person from every group over at the sink, and that only one person can wash at a time so the rest should form a line.After class Ms. Malone tells me that from the first day of class she requires respect and will not deal with any name calling etc.. She says that by the time the year is over, there may be some honors students who do not like her at all due to the difficulty of the class, and that she is fine with that. She believes she is their teacher and not their friend and if you let them believe they are your friends, they begin to take you less and less seriously and take advantage of you.
Although Ms. Malone teaches various classes throughout the day, she maintains her beliefs and this demeanor. In honors biology, inquiry biology, and anatomy class, the students constantly show varying levels of respect. Ms. Malone repeatedly asserts classroom rules, the consequences and delivers her lessons directly and concisely. In doing this, she always remembers to be kind and genuine towards her students without allowing them to take advantage of her.
Reflections:
Ms. Malone has been teaching for ten years and it is clear that she has found a teaching style that fits her, and her students. She always includes just the right amount of discipline and support for her students. She teaches mostly honors classes, but I can't even attribute this to her outstanding classroom control because she is just as successful managing her inquiry class that includes many students with behavioral problems and IEPs. I admire how her balance of direct instruction and strictness matched with kindness and support works in the classroom so successfully. I would love to incorporate this demeanor into my own teaching philosophy because it exemplifies a working classroom so well. The only thing I would like to bring more into my own classroom is some stronger teacher- student relationships. I plan to ask my students more how they are doing and get to know them. I understand students may begin to take advantage of this, but I feel I will figure out a way to balance this with the necessary strictness and regimented rules of the classroom just as Ms. Malone has learned to balance her kindness with. Most of the classes Ms. Malone teaches are honors classes with advanced students in them, so I support her use of assertive discipline and direct instruction because that is what these students need. They thrive on instructions and knowing exactly what is expected of them and that is how they got into these classes in the first place. I believe they succeed in clear environments with rules and consequences and opportunities to succeed and that is exactly what Ms. Malone has provided for them. As a science teacher who hopes to one day teach honors or AP students, I will definitely keep in mind the successful use of these more direct and strict teaching methods and plan to implement them to some extent in my classroom.
Class Topic: organic compounds lab continued...
Grade: 10th and 11th
Observed by: Kathryn Capone